The objectives of this research were 1) to assess the students achievement on their knowledge, skill, and attitude in Home Management Course, using portfolio assessment method as an evaluation tool, and 2) to study the opinions of students and their parent about the portfolio assessment method. The subject comprised 44 Mathayom Suksa 1 students of Horphra School in Chiang Mai Province. The student class was taught for 40 periods in the second semester of 1997 academic year. The research instruments used included: knowledge tests, skill test, attitude test, and the questionaires for surveying students opinion and their parents opinion. For statistical analysis, a t-test was used. The result of the research were as follows: 1) On the aspect of student cognitive improvement in Home Management Course when portfolio assessment method was used, it was found that the mean of test score after learning was significantly higher than that of the test score before learning at the alpha level of .01. 2) On the aspect of student psychomotor improvement in Home Management Course when portfolio assessment method was used, it was found that the mean of test score after learning was significantly higher than that of the test score before learning at the alpha level of .05. 3) On the aspect of student affective improvement in Home Management Course when portfolio assessment method was used, it was found that only the mean score of students intention after learning was significantly higher than that of the students intention before learning at the alpha level of .05. The average scores on the other aspects that measured both before and after learning were not different. 4) The aspect of students opinion about portfolio assessment, it was found that students expressed thier opinion on almost all items at "good" level

except on the items of responsibility and the readiness of preparation for supplies and materials which were rated at "medium" level. 5) The parents opinion toward the portfolio assessment, it were found that most of them knew a little about students portfolio. They sometimes advised students to perform the task and they also reported that students responsibility did not change from it was. However, they were satisfied with the portfolio assessment method as an evaluative tool, and strongly agreed that portfolio assessment could improve student creative thinking. Moreover, parents agreed with having the chance of participation in assessing students work because they could watch the processes of learning and teaching throughout semester.